On The Teaching Strategies Of Phrasal Verbs In Senior High School Based On Categorization Theory

English phrasal verbs are composed of verbs and particles,which are used frequently and widely in vocabulary learning.It is very important for English learners to master English phrasal verbs.However,due to the semantic feature of polysemy of English phrasal verbs,some students have some difficulties in learning.At the same time,teachers seldom guide students to memorize phrasal verbs scientifically and effectively in the process of teaching,which leads to the low teaching efficiency of English phrasal verbs.Therefore,in order to improve the efficiency of phrasal verbs in senior high school,this thesis proposes teaching strategies of phrasal verbs in senior high school based on categorization theory.Based on categorization theory,this thesis starts with consulting and collecting some relevant literature,and from the perspective of investigating the present teaching condition of English phrasal verbs in senior high school.In the investigation of present teaching condition,questionnaire and interview are adopted.And by analyzing the results of the investigation,the main problems in teaching can be concluded.For example,students think it is not easy to remember the multiple meanings of phrasal verbs,and teachers don’t have effective teaching strategies of English phrasal verbs,etc.In order to improve the problems,the author proposes specific teaching strategies based on the categorization theory:(1)focusing on the basic meanings of phrasal verbs;(2)using the semantic relation between extended meanings and basic meanings of phrasal verbs;(3)developing the ability to think metaphor.Then,according to the teaching strategies,the author designs specific teaching cases of phrasal verbs in senior high school English(take the phrasal verbs of give and take as examples),and to conclude the teaching strategies briefly by reflecting the cases.The above teaching strategies and teaching cases demonstrate how to apply the categorization theory in the teaching of English phrasal verbs in senior high school,namely to cultivate the students’ ability of cognitive metaphor,teaching the basic meaning of phrasal verb seriously,and using the semantic relation between basic meanings and extended meanings to memorize the multiple meanings of phrasal verbs.The results of this thesis provide practical strategies and specific cases for teachers in senior high school,expand the research perspective of categorization theory,and enrich the research in teaching strategies of phrasal verbs based on categorization theory in senior high school.